Literature Circles: Getting Started - ReadWriteThink

 

roles for literature circles

After doing literature circles for a few years and in a few different ways, I decided to do an interactive version this year. Of course, literature circles are, by nature, very interactive. Students are interacting constantly with their classmates and with the boittierssa.tk: Im Lovin Lit. Session Nine. Arrange the student volunteers in two small groups of model literature circles. Groups will switch after 5 minutes so that everyone in the classroom can practice the Checker role. Give the student volunteers copies of the the relevant role sheets: Discussion Director, Vocabulary Enricher, and Literary Luminary. *Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse Publishers: York, Maine, Published in Canada by Pembroke Publishers, Markham, Ontario,


Lesson: Introducing Literature Circle Roles to Students | Facing History


Central to any Literature Circles endeavor will be introducing students to the roles so that they clearly understand their responsibiltiies within the group discussion.

Many roles are possible in Literature Circles, and because roles change often, students can respond to the text in a variety of different ways.

Usually the most interesting roles are student-generated, arising organically from a perceived need. Leaving space for these modifications is suggested as roles for literature circles can allow students to feel more ownership over the process.

One of the dangers in assigning specific roles to students is the misconception that this is all that is required of them in the discussion. There is nothing worse than a discussion in which students simply read their assignment verbatim off a piece of paper. Not only is this not meaningful to them, it can be incredibly boring for the other participants as well. Therefore, roles may be better understood as a part of what students will be asked to offer during the discussion or as an informal way to generate ideas and connections before the discussion begins.

Moreover, students could or should be challenged to have a discussion without their roles for literature circles in front of them so that the discussion may proceed organically and not in a round-robin fashion. While having flexibility within the roles is important, having an assigned student discussion facilitator is also roles for literature circles. This person should make sure that everyone's voices are heard and that the discussion is rich and engaging.

Recording the discussion and having the discussion facilitator listen to and reflect upon the recording can be an effective way of promoting student ownership and accountability.

Each student can share both a positive quality and potential challenge of a role other than the one they analyzed. Students identify what good, productive, roles for literature circles, and meaningful conversations look and sound like through an interactive modeling activity.

Students define, question, and practice the different roles they will be playing in their Literature Circle discussions. Students and teachers reflect on how their Literature Circles are progressing and identify ways they can make classroom conversations more effective. Preparing for Literature Circles through roles for literature circles Fishbowl Discussion 2.

Introducing Literature Circle Roles to Students 3. Typical Discussion Day Structure. Add or Edit Playlist. Overview Central to any Literature Circles endeavor will be introducing students to the roles so that they clearly understand their responsibiltiies within the group discussion.

Divide students into groups of 4 to 6. Distribute a shared reading. This reading could be a novel chapter or another fairly short selection that will allow students to practice each of the roles.

For example, one group might be connectors, another group will be illustrators, etc. Each group will read over the role description and complete the job collaboratively, being sure to follow the guidelines. For example, roles for literature circles, the connectors might write three to five connections together, roles for literature circles.

After each group has had a chance to complete their roles and discuss what the role means, have students jigsaw into mixed groups. Allot ten minutes for roles for literature circles. Once the discussion has ended, see if the students can discern the definition of each of the roles just from participating in the discussion. This can be done verbally or on paper.

Take some time as a class to come to common understandings about what each of the roles requires. If students have extra time, they can discuss the benefits and drawbacks of the various roles.

Oral Assessment: Each student can share both a positive quality and potential challenge of a role other than the one they analyzed. After this initial practice discussion, groups may have ideas for new roles, roles for literature circles. Allow students to draft sample group guiidelines if they specific ideas. Previous Lesson. Next Lesson.

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Literature Circles in the Middle Grades | Adventures in Literacy Land

 

roles for literature circles

 

Many roles are possible in Literature Circles, and because roles change often, students can respond to the text in a variety of different ways. Usually the most interesting roles are student-generated, arising organically from a perceived need. *Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse Publishers: York, Maine, Published in Canada by Pembroke Publishers, Markham, Ontario, After doing literature circles for a few years and in a few different ways, I decided to do an interactive version this year. Of course, literature circles are, by nature, very interactive. Students are interacting constantly with their classmates and with the boittierssa.tk: Im Lovin Lit.